Human Resource Management

Gerry Rooney MSc (HRD) MIITD, MMI, CIPD,

ACR

Welcome to

Introductions

• Name and Background

• Typical problems you face in your role

• What topics do you want covered over the course

Course Outline

Unit 1: Role of HR in the organisation

Unit 2: Recruitment, Selection, Integration and Termination

Unit 3: Employee Relations, Welfare and Health and Safety

Unit 4: Compensation and Benefits

Unit Two• Selection Recruitment,

• Integration (Training & Development)

• Termination

a. Analyse a job and prepare the necessary documentation

a. Carry out the process of recruitment and selection effectively

b. Identify the training and development needs of your staff and evaluate the effectiveness of the subsequent training

Nine Counts of Discrimination

1. Gender2. Age3. Martial Status4. Family Status5. Sexual Orientation6. Religion7. Race8. Disability9. Travelling Community

The Job/Person Specification

Seven Point Plan Five Fold Grading System

AttributesAttainmentsGeneral IntelligenceSpecific AttitudesInterestsDisposition/AttitudeCircumstances

Impact on othersAcquired QualificationsInnate AbilitiesMotivationAdjustment

Job Description Exercise

1. Job Title2. Reports to / Location3. Company Background4. Responsible for (authority)5. Overall Purpose6. Main Task and Key Responsibilities7. Specific Objectives and Tasks8. Other9. Rewards & Conditions

Person Specification Exercise

1. Job Title2. Reports to / Location3. Educational Standard4. Work Experience5. Knowledge6. Skills7. Competencies, Attitudes and

Attributes

Advertisement

a. Job titleb. Job description/ locationc. Qualifications requiredd. Terms of employmente. Type of person you are looking forf. How candidates should applyg. Closing date

Be careful of discriminatory grounds

THE INTERVIEW ENVIRONMENT

Quiet environment

Comfortable temperature and soft lighting

Comfortable seating and a glass of water

Establish a distance that facilitates

communication

Seating arrangements that allows eye contact

Reduce distractions

Reduce barriers

GENERAL STRUCTURE

Introduction / Ice Breaker

Build Rapport

Overview of interview

Explain Note taking

Warm up question

Planned questions

Summarise and close / Have they anything to add?

Question Techniques

• Direct and indirect questions

• Leading questions

• Trick questions

• Hypothetical or Theoretical Questions

• Multiple or complex questions

• Negative questions

• Controlling questions

Questioning

• Open questions – prompting as you go• Showing interest / Smiles• Probing• Controlling the interview through your questions• Don’t let the candidate decide what the best

answer is• Practice and preparation• Note taking – memory triggers

Prepare and Conduct an Interview

• Each person prepare an individual interview containing questions on 4 to 5 competencies needed (15 minutes per interview)

• Follow general structure

• Take notes

• Complete notes once interview is over

Prepare and Conduct an Interview

• Can have up to two questions per competency

• Interview: (1 Interviewer: 1 Interviewee: 2 Observers) – Switch

• Mark out of five (1 = poor 5 = excellent) for each competency

• Debrief with everybody at the end

Points of Law

• 9 counts of discrimination

• The use of the Application form is the preferred option

• Ask them have they anything else to add

• Keep notes for 12 months

• Write to candidate saying appointment made with satisfactory references and medical examination – looking for consent

• Contract in 2 months of commencement

The Blend of Team Roles

Successful Teamwork

Activist

Observer / Sweeper

Analyst Grafter

Training & Developmenta. What is training & development

b. How to T&D staff

c. Explain difference between T&D

d. List reasons why staff need to be trained

e. List the conditions for effective T&D to occur

f. Explain the learning curve

g. Identify your responsibility

- Understand why T&D is important

- Identify your role

- Implement T&D in your section/team

Training Needs Analysis

• Stage 1: Organisational needs

• Stage 2: Departmental needs – departmental managers

• Stage 3: Individual needs – departmental manager with individual staff members

The Learning Process

Acquiring New Knowledge or Skills

• Knowledge is the What, How, Why, Where, When and Who

• Skill is the ability to do something

• Learning is the result of someone doing or knowing something that they did not know

Learning

• The Five Senses– 20% of what we hear– 30% of what we see– 50% of what we hear and see– 70% of what we do!

Tell - Show - Practice

Adult Learning Principals

• 25-40 Minutes

• Process 5-9 chunks of information

• Self Directed

• Goal Orientated

• Take Errors Personally

• Take Longer- but more accurate

• Integrate new with previous

Coaching Styles TELLING

ASKING

(What I Saw)

(What You Felt)

ASSESSOR Try and I’ll watch

TUTOR Here’s what to

look for

DEMONSTRATOR Copy Me

STIMULATOR How would you? ...

Why do you think? …

THE FOUR STEP INSTRUCTION TECHNIQUE

•Put the learner at ease

•State the job, subject and objectives

•Check current skill and knowledge

•Create an interest in learning

•Ensure the correct position of learner

Step 1: Prepare to Learn

Step 2: Present the Subject

• Tell, show or illustrate the subject

• Present the material in logical steps

• Stress key points

• Be clear and assure understanding

• Pace the learning process

• Follow a set plan in digestible chunks

Step 3: Test the Learning

• Require learner to explain/demonstrate

• Correct and serious errors

• Check understanding of subject

• Practice until target standard achieved

Step 4: Put into Practice

• Point out learner’s responsibilities

• Indicate further help and guidance

• Encourage final questions

• Discuss and arrange follow up

JOB BREAKDOWN AND TASK ANALYSIS

• Job:

A collection of tasks which constitute the

work of one person

• Task:

A major element or step in the work process

which is intended to achieve a specific

result

JOB BREAKDOWN PROCEDURE

Job BreakdownJob ________________

Task ________________

STAGE KEY POINTS

PERFORMANCE MANAGEMENTPERFORMANCE MANAGEMENT

IS ABOUT ADDRESSING 4 KEY, SIMPLE QUESTIONS

1. WHAT IS MY ROLE WITHIN MY TEAM/UNIT?

2. WHAT MUST I ACHIEVE TO FULFILL MY ROLE SUCCESSFULLY?

3. HOW AM I GETTING ON AT THE MOMENT?

4. WHAT DO I NEED TO IMPROVE?

OVERVIEW OF PERFOREMANCE MANAGEMENTOVERVIEW OF PERFOREMANCE MANAGEMENT

STRATEGY / GOALS

FOR YOUR RADIO STATION

ANNUAL PLANNING PROCESS

PERFORMANCEMGMT. SYSTEM

PERFORMANCE PLANNING

ONGOING MANAGEMENT

ANNUAL PERFORMANCE &DEVELOPMENT REVIEW

Why Feedback Is ImportantWhy Feedback Is Important

PRAISEBUILDSCONFIDENCE

BUILDSCOMPETENCE

TIMELYADVICE

FOR GAININGCONTRIBUTION

EXERCISEEXERCISE

Think of specific occasions when you received feedback….

• Think of 2 –3 constructive examples – what did the person do

•Think of 2-3 examples when it was les constructive – what did the person do.

PRINCIPLES OF FEEDBACKPRINCIPLES OF FEEDBACK

CONTENT

Clear and structured

Focused andspecific

Based on Solidevidence

Timely

Relevant & Objective

PRINCIPLES OF FEEDBACKPRINCIPLES OF FEEDBACK

PROCESS

Maintain Adult - Adult Communication

Listen Actively

Maintain Self- Esteem

PuT recipient at ease

Check your Assumptions and

Judgements

GIVING BEHAVIOURAL FEEDBACKGIVING BEHAVIOURAL FEEDBACK

1. Pick the right momentPublic – positive feedback Private – critical feedback

2. Make the feedback timely

3. Specify the behaviour

4. Specify the impact / consequences

5. Use the golden rule of feedback (5 x positive – 1 x negative)

6. Give feedback / observations calmly

7. Invite a response

8. Look to the future

9. Be aware of your style and prejudices.

Unit Three

• Employee Relations and Health and Safety

Employee RelationsSociety is:

• Open & Mobile

• Politically Democratic

• Accessible Education and Career Routes

• Welfare State

• Spread of Property Ownership

The Pluralist Model

• Legitimacy of the Trade Union

• Views Conflict as Logical and Inevitable

• Establishes Procedures to support the Model

ER and the Role of the Supervisor

• Understand the IR machinery

• Legitimate Right to Manage Staff

• Facilitate reasonable employee concerns

• Support and be supported by

boss/organisation

• Appreciate the role of the TU

Understanding the National IR Framework

• The Institutions

• The Role Players

• The processes and Procedures

• The Issues

The Trade Union

• Legislation 1941 Act, 1990 Act

• Role of the TU- adjust the bargaining

power

• Organisation of TUs

Approaches to IR

• Adversarial• Traditional• Partnership• Power Sharing

• Policies and Strategies

• Partnership

Discipline and Dismissal

Example of “Fair” Dismissal• Capability • Conduct• Qualification• Redundancy - Fair selection• Legal prevention• Expiry of fixed term or specified purpose

contracts

Discipline and Dismissal

Examples of “Unfair” Dismissals• Trade union membership / activity• Religious or political opinion• Taking legal proceedings• Pregnancy related matter• Race or colour• Age• Membership of travelling community• Sexual orientation

Key Problems?

• Management Style (Inconsistent v Consistent)

• Systematic Approach (Procedures)

• Conducting Effective and Fair Interviews/ Hearings

• Facts or Assumptions?

Management Style

• Proactive

• Style & Behaviour – constructive relationships

• Active Listening

• Consistent

Systematic Approach

• Use the Procedures

• Apply the appropriate Levels from Verbal

Warning to Dismissal

• How you apply the procedures

• Proper Investigations/Hearings

Disciplinary Stages

Dismissal

Suspension

Written Warning

Formal Oral Warning

Counselling / Coaching

Action Not taken

Discipline and Dismissal- The Pit Falls

• Section 14, Unfair Dismissals Act 1977

• “An employer shall, not later than 28 days after he enters into a contract of employment with an employee, give the employee notice in writing setting out the procedure which the employer will observe before, and for the purpose of dismissing an employee”.

Discipline and Dismissal- The Pit Falls

UD Acts 1977-2001 - Correct Procedure

• Did you offer procedure?

• Did you follow procedure?

• Did you give written reasons?

Natural Justice

• Following must be observed

• Principles of natural justice - Constitution– Must be presented with case against them

– Must be allowed representation

– Allowed opportunity to state their case

– Employer must hear/seen to hear case

– Employer must form judgment considering all facts

Discipline and Dismissal

Conduct of Disciplinary Meeting

• Two employer representatives present

• Present evidence to employee

• Consider employee response

• Adjourn to make decision

Disciplinary Stages

Dismissal

Suspension

Written Warning

Formal Oral Warning

Counselling / Coaching

Action Not taken

Aim of the Initial Interview

• Inform of unsatisfactory behaviour

• Discover why this occurred

• Prevent reoccurrence or deterioration

• Opportunity to improve

• Corrective action

• Clarify expected standards

The Disciplinary Interview/Hearing• Fair Procedures

– The rule against perceived bias– The rule requiring a fair hearing

• The Four Rules– Location– Language– Records– Take your time

• Prepare– Identify the problem, check facts/assumptions– Inform and set meeting time

• The Hearing– State nature of alleged offence– Time and place – Seriousness of the offence– State no decision has been taken– Ask for a response– Use of language– Questioning (Open to closed)

The Disciplinary Interview/Hearing

Categories and Types of Evidence

• Direct/Original evidence • Circumstantial evidence • Hearsay evidence• Weight of evidence • Credibility• Oral evidence• Documentary evidence• Real evidence

The Disciplinary Interview/Hearing

• Action– Expectations – Previous Behaviour– Mitigating Circumstances– I.R.\E.R. Problems– Precedents– Adjournment– Decision

The Interview/Hearing

• Follow UP– The employee– Staff Representative/Trade Union– Management– HR Dept.– Others (if applicable)– Records

RELATIONSHIPSRELATIONSHIPS

WHAT EFFECT WILL YOUR ACTION HAVE ON YOUR

STAFF???

BUILD RELATIONSHIPS

MISUSES OF PROCESSMISUSES OF PROCESS

•TO ESTABLISH, CHANGE OR REINTRODUCE RULESTO ESTABLISH, CHANGE OR REINTRODUCE RULES

•TO DEAL WITH COLLECTIVE OR GROUP PROBLEMSTO DEAL WITH COLLECTIVE OR GROUP PROBLEMS

•TO ENHANCE PERSONAL OR SECTIONAL POWERTO ENHANCE PERSONAL OR SECTIONAL POWER

•TO TEACH EMPLOYEES THE RULESTO TEACH EMPLOYEES THE RULES

EAT – Rules of Evidence

• Quasi-judicial body

• Chaired by a barrister or solicitor with employer and an employee representatives

• Observes Common Law rules

• Rules of Evidence often interpreted with flexibility

Bullying- A Definition

Any persistent act or conduct which is offensive, humiliating or intimidating, conducted by an individual or group either directly or indirectly, which

makes the recipient feel upset, threatened, humiliated or vulnerable,

or undermines self confidence.

Bullying: The Legal Position

• Health, Safety & Welfare at Work Act,1989

• Duty of Care- Common Law

• Unfair Dismissals Acts 1977-1993

• Employment Equality Act, 1998, 2004

• Sexual Harassment